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Transcript
00:00So, this simulation center is actually serving a lot of different types of learners.
00:09One is our undergrad students, so our university covers an undergrad program for medical school.
00:17It also covers a post-grad nursing school and also our post-grad dental school and we're
00:26trying to make basically learning easier for our learners by just resembling the real world
00:35where they can apply the medical knowledge or nursing knowledge, every type of knowledge
00:41that they learned in theory from books, from lectures into the real world where they can
00:47actually apply that into the real environment that they're actually confronted with once
00:54they're practicing.
00:56So this is a room what we typically would use for what we call scenario-based learning
01:01as opposed to teaching procedural skills, but this would be a scenario-based learning
01:06style where we are inviting different types of learners.
01:11This is what we call an intensive care unit where we can invite undergrad students or
01:19post-grad students, residents in pediatric or also professional teams where we think
01:26of or come up with everyday situations of more regular types or more emergency type
01:33situations or what we call scenarios that we can feed our simulators with and then the
01:39learners are actually coming in, ideally in a team setting, so we're very much focusing
01:46on what we call an interprofessional education approach where ideally we're running the scenarios
01:53for teams that actually work together in the work environment, that is doctors, medical
01:59students, nurses, and then they come in and being then confronted with a scenario that
02:05we are designed for them.
02:08And this is what we call a high-fidelity mannequin.
02:11This mannequin is capable of actually breathing.
02:17You see the chest rise and whenever the chest doesn't rise, that means for the learners
02:21and we have to introduce them to the concept, whenever the chest doesn't rise, the patient
02:26is actually not breathing, so we do it as realistic as possible.
02:30We see some eye blinking.
02:33We also have some pupil reactions, so we try to immerse our learners into the reality as
02:39much as possible and we can change their vital signs, what we can see on this monitor here.
02:45We can change the heart rate.
02:46We can change the blood pressure.
02:49The patient can actually react to the approach.
02:53This is a child.
02:54It can start crying, can start moaning.
02:58We can resemble a seizure, for example.
03:02All of that is to immerse our learners into a sort of reality and we ask them basically
03:09to apply their medical knowledge into this reality.
03:12We also use a lot of actors, so we can actually have also, for example, a mother who's playing
03:19the role of a very worried mother, a mother that is questioning constantly our expertise,
03:27things that happen, unfortunately, in reality.
03:31We can role-play an aggressive mother.
03:35All of these emotions that are involved in treating a sick child, we can actually resemble
03:41here and we can actually simulate.
03:44Our center is also equipped with a lot of what we call task trainers, so these simulators,
03:50these high-fidelity mannequins.
03:52We provide our learners with quite immersive surroundings.
03:57We also have some task trainers where our learners can really learn how to put an IV
04:04in, urine catheter, airway management in anesthesia or immersive medicine, all procedures that
04:15we don't want our learners to apply for the first time on patients.
04:19We can practice them first in the simulator, make them as comfortable as possible with
04:26this procedure and then send them towards a regular ward where they can apply that particular
04:33procedure on patients.
04:35So the idea word is to provide all learners with a situation in the simulator first before
04:43they actually apply it on patients.
04:49For more information visit www.FEMA.gov